Part of the 4TU.Federation
4TU.
Centre for
Engineering Education

Project introduction and background information

Videos are one of the most common instructional delivery methods in blended and online learning environments. In PRIME, pre-lecture videos are offered to students as preparatory learning materials before actual (online) lectures. The effectiveness of learning with videos has been widely debated by educational psychologists. Processing content from videos can be challenging because information presented in videos is transient, and hence, relevant information can be easily overlooked. Therefore, learning from videos will only be effective if students are able to pay attention to the relevant information, review information when necessary as a function of self-monitoring, and use learning strategies to retain the new information. In this project, we will examine the effect of a number of scaffolds to facilitate self-monitoring of learning and use of effective learning strategies when learning from videos.  

Objective and expected outcomes

The aim of the study is to enhance students’ learning performance by supporting self-monitoring of learning and use of effective learning strategies in video-based learning environment.  

We expect that students who watch the videos embedded with questions and are asked to actively answer the questions before receiving feedback, will perform better than students who watch the videos embedded with the same questions but are given explanations of the solutions. We also expect that students who watch the videos without any embedded questions will perform less.  

We will first use a small set of videos to empirically determine whether learning is more effective when the videos are embedded with the questions and feedback we have designed. Then, we will replicate the study using other videos before developing a set of design guidelines for math instructional videos. 

Results and learnings

The study is to be conducted in Q1 of the academic year 2020-2021.